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| Main Authors: | , |
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| Format: | Preprint |
| Published: |
2026
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2604.17618 |
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| _version_ | 1866913045658206208 |
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| author | Torres, Ingrid Krasnok, Alex |
| author_facet | Torres, Ingrid Krasnok, Alex |
| contents | Flat optics is now judged by more than a strong simulation or a single laboratory demonstration. To reach release, a device must survive a chain of handoffs: requirements, model selection, verification, layout release, fabrication, calibrated validation, packaging, and qualification. Diffractive optics brings mature routes for beam shaping and compact wavefront control, while meta-optics expands the design space through wavelength-scale control of phase, amplitude, and polarization. In both families, projects often slow down not because the optical function is impossible, but because the evidence required at each handoff is incomplete, poorly documented, or mismatched to the next decision. This tutorial organizes that problem into a stage-gate workflow, a set of compact technical checks, worked device examples, an artifact-based skills map, and an educational translation into workforce models, course deliverables, and assessment logic. The emphasis is practical: reduce avoidable redesign loops, make performance claims auditable, and clarify what students, instructors, and employers should be able to produce, review, and approve. The broader aim is to make the path from flat-optics concept to qualified hardware easier to understand, easier to teach, and easier to repeat. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2604_17618 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | From Flat-Optics Concept to Qualified Hardware: Skills Map for the Meta-Optics and Diffractive Optics Workforce Torres, Ingrid Krasnok, Alex Optics Physics Education Physics and Society Flat optics is now judged by more than a strong simulation or a single laboratory demonstration. To reach release, a device must survive a chain of handoffs: requirements, model selection, verification, layout release, fabrication, calibrated validation, packaging, and qualification. Diffractive optics brings mature routes for beam shaping and compact wavefront control, while meta-optics expands the design space through wavelength-scale control of phase, amplitude, and polarization. In both families, projects often slow down not because the optical function is impossible, but because the evidence required at each handoff is incomplete, poorly documented, or mismatched to the next decision. This tutorial organizes that problem into a stage-gate workflow, a set of compact technical checks, worked device examples, an artifact-based skills map, and an educational translation into workforce models, course deliverables, and assessment logic. The emphasis is practical: reduce avoidable redesign loops, make performance claims auditable, and clarify what students, instructors, and employers should be able to produce, review, and approve. The broader aim is to make the path from flat-optics concept to qualified hardware easier to understand, easier to teach, and easier to repeat. |
| title | From Flat-Optics Concept to Qualified Hardware: Skills Map for the Meta-Optics and Diffractive Optics Workforce |
| topic | Optics Physics Education Physics and Society |
| url | https://arxiv.org/abs/2604.17618 |